Abstract
Reflective journaling has been incorporated into the curricula of several health professions. The purpose of this article is to present the value of reflective journaling as a pedagogic strategy to enhance physician assistant (PA) education. A review of the literature supporting the use of reflective journaling and types of reflective journaling is presented. The various ways reflective journaling have been used in health-related curricula are identified and suggestions for potential use in PA education are provided. Key issues that impair or enhance its use are also presented. Overall, the article is intended to initiate discourse about the possible role of reflective journaling in PA education. In addition, more empirical research on the use, effectiveness, and assessment of reflective journaling to determine its viability is encouraged.
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